FEATURES OF A CURRICULUM
Who Teaches – The teacher
How do the Teachers teach – Strategies and
Methods
Recommended
 Proposed by scholar and
professional organizations
(DepEd, CHED, DOST)
Assessed
 Tested and evaluated
 At the end of the teaching process, series of
evaluations is done by the teachers to
determine the extent of learning or to tell if
the students are progressing.
 Pencil and paper tests, portfolio
Behavioral
 Curriculum is usually based on
a blueprint
 Blueprint: goals and objectives
are specified; contents and
activities are arranged to match
with the learning objectives.
 Begins with educational plans
that start with the setting of
goals or objectives as these are
important ingredients in
curriculum implementation for
evaluating the learning
outcomes as a change of
behavior. The change of
behavior indicates the measure
of the accomplishment.
Who do the Teachers teach – The learners What do the Teachers teach – Knowledge,
Skills and Attitude (Values)
How much of the teaching was Learned - With whom do we Teach – Community
Performance Partners
TYPES OF CURRICULUM
Written Taught Supported
 Appear in school, district,  These are what teachers  From resources such as
division or country documents implement or deliver in the textbooks, computers, audio-
(Syllabi) classrooms or school. visual materials which support
 Made by curriculum experts  These are varied activities that and help in the implementation
with the participation of are implemented in order to of the curriculum.
teachers. arrive at the objectives or
 Ex: BEC and written lesson purposes of the written
plan made up of objectives and curriculum.
planned activities of the  Used by learners with
teachers. guidance of teachers.
 Varies according to the
learning styles of students and
the teaching styles of teachers.
Learned Hidden
 What students actually learn and what is  Unintended curriculum
measured  Not deliberately planned but may modify
 Refers to the learning outcomes achieved by behavior or influence learning outcomes.
the students  Peer influence, school environment,
 Learning outcomes are indicated by the physical condition, teacher-learner
results of the tests and changes in behavior interaction, mood of the teachers may make
(Cognitive, Affective, Psychomotor) up hidden curriculum.
CURRICULUM APPROACHES
Managerial Systems Humanistic
 The principal is the curriculum  Parts of the total school district  Considers the formal or planned
leader and at the same time are determined in terms of how curriculum and the informal or
instructional leader, who is they relate to each other. hidden curriculum
supposed to be the general  Ex: Organizational chart –  Considers the whole child and
manager. shows the line-staff relationships believes that in a curriculum,
 General managers set the of personnel and how decisions the total development of the
policies and priorities and are made. individual is the prime
establishes the direction of consideration
change and innovation and  Learner is at the center of the
plans and organizes curriculum curriculum.
and instruction.
 Less concerned about the
content that about organization
and implementation
 Curriculum managers look at
curriculum changes and
innovations as they administer
the resources and restructure
the schools.
 Principles of Curriculum Design
SCOPE BALANCE ARTICULATION
Coverage of the curriculum. Content should be fairly distributed in Each subject matter is smoothly connected to
Depth and breadth of the curriculum. depth and breadth of the particular the next, glaring gaps and wasteful overlaps
Includes time, diversity and maturity of learning area or discipline to ensure that in the subject matter will be avoided.
the learners. the level will not be overcrowded or less
crowded.
SEQUENCE INTEGRATION CONTINUITY
Logical arrangement of the subject Horizontal connections are needed in Constant repetition, review and reinforcement
matter. subject areas that are similar so that of learning.
Deepening and broadening of content as learning will be related to one another
it is taken up in the higher levels. and will help learners get a unified view
of reality and outlook in life.
CURRICULUM DESIGN MODELS
Subject Design
 Easy to deliver, has complementary books written, and available support materials.
 Learning is compartmentalized: stresses the content so much that it forgets about students’
natural tendencies, interests and experiences.
Discipline Design
 Focuses on academic discipline
SUBJECT-CENTERED  Often used in college
DESIGN Correlation Design
 Comes from a core, correlated curriculum designs that link separate subject designs in order
Focuses on the content of the to reduce fragmentation.
curriculum
 Subjects are related to one another, but each subject maintains its identity.
Broad Field Design (Interdisciplinary)
 Variation of the subject-centered design.
 Made to prevent the compartmentalization of subjects and integrate the contents that are
related to each other.
 Sometimes called “holistic curriculum” because it draws around themes and integration.
Child-centered Design
 Anchored on the needs and interest of the child.
 Learners interact with the teachers and the environment, there is a collaborative effort on both
sides to plan lessons, select content, and do activities together.
 Learning is the product of the child’s interaction with the environment.
LEARNER-CENTERED
Experience-centered Design
DESIGN  Believes that the interests and needs of the learners cannot be pre-planned. Experiences of
the learners become the starting point of the curriculum.
Learner is the center of the
 Learners are made to choose from various activities that the teacher provides. The learners
educative process
are empowered to shape their own learning from the different opportunities given by the
teacher.
Humanistic Design
 The development of self is the ultimate objective of learning.
 Stresses the whole person and the integration of thinking, feeling and doing. It stresses the
development of positive self-concept and interpersonal skills.
Life Situations Design
PROBLEM-CENTERED  Contents are organized in ways that allow students to clearly view problem areas.
DESIGN  Uses the past and present experiences of learners as a means to analyze basic areas of
living.
Draws on social problems, Core Design
needs, interests and abilities of  Focuses on general education, and the problems are based on common human activities. It
the learners includes common needs, problems and concerns of the learners.